The result of both journal

Hello come back to my blog and I'd like to share the last task about the result of both journal . So let's see..
The result first journal about
About the used method in teaching
hearing impaired students, the English
teacher and the school applied the use of total
communication method which is the combination of lip reading or oral language and sign language. It implies that the school including the English teacher supports the view that lipreading alone is not a sufficient media for language mastery. According to Lenneberg in Priyono (2012), the contact of hearing impaired
children would be very poor in comparison
with the hearing children if they only depend
on lipreading. About the general teaching method, the teacher used lecturing method, translation method, task-based language teaching, and a brief peer teaching if necessary such as when the teacher had problem in explaining the student because of the limited communication between the teacher and the student. It was not possible or difficult to implement some communicative language teaching such as jigsaw, discussion, debate, oral presentation, and communication games in English. It was also found that the teacher rarely implemented group works for the students. The problems were the students’ language poverty, pronunciation, hearing impairment, and the very limited time allocation for English subject because of the in effectiveness of teaching learning activities in the afternoon

And the result second journal about Due to the hearing loss and poor speaking ability, the hearing-impaired students mainly depend on their
visual input for processing information. Besides, as hearing-impaired students at large are curious, overactive, and unable to concentrate on what they do for long, their English teachers need to adopt intuitive and vivid methods together with oral and sign language to teach English such as the interactive English activities. The teachers also need to make the best use of the hearing-impaired students’ visual ability and keen observation to help them improve English communicative skills, especially reading and writing skills (LUO, 2007, p. 55). In the English class for the deaf students, the teachers should always keep to the communicative principles in
terms of teaching procedure, teaching organization, and teaching method (LI, 2015, p. 104). The author discovers that the following five out of the seven evidence-based effective and productive communicative activities as proposed by Stern (1992) can be used for teaching English to students with hearing disabilities because they are very suitable and effective activities to inject impetus, enthusiasm, and interest into the
English class for the deaf students.

I think enough this result both of the journal and thank you:)

Comparison of two journal

In this time I will explain about compare  2 journal so, let see
*First journal* about the implementation for student with hearing impairment, English is the most promoted and universal language in the world. Brown (2000: 118) states that English has become a tool for international communication in transportation, commerce, banking, tourism,
technology, diplomacy, and scientific
research. In Indonesia, English as a foreign
language has a very important role in
international communication. Primarily, it is
for increasing the competitiveness of the  nation toward the world.The importance of learning and
mastering English language is intended for
every student without exception. As we
know, not all of the students are similar.
There are some students who have special
needs. It can be mentioned that there are
normal and exceptional students. Blackhurst
and Berdine (1981: 9) define exceptional
children as children who have physical,
mental, behavioral, or sensory characteristics
that are different from the regular or majority
For students with hearing impairment,
logically, they will get difficulties in listening
skill and it can also bring the problem in
speaking skill. Without neglecting the
disability, listening and speaking are still the
parts and very important skills in English
language. Moreover, English is also tested in
*The second journal*about Learning English is conducive to the enrichment of the knowledge and overall development of the students with hearing impairment. Maxwell (1984, pp. 191-224) found that the people with hearing disabilities
have to learn English if they want to enter the mainstream society. They mainly learn to read and write in English and use written English to communicate with the people without disabilities so as to become better integrated into the mainstream society. Cawthorn and Chambers (1993) noted the advantages for hearing-impaired students to learn French as a second or foreign language: (1) It is helpful to expand
hearing-impaired students’ horizon of knowledge and reduce or eliminate the society’s discrimination and prejudice against them as a result of their disabilities to learn; (2) learning a foreign language like English adds
something new and interesting to their routine learning at school and in their lives; and (3) foreign language learning may help them focus on their study because learning a foreign language is different from learning
other subjects like math or the Chinese language.*The first journal*Considering the importance of
mastering English language and its skills such
as listening, speaking, reading, and writing, it
is interesting to study more in the case of
teaching and learning English language
process for hearing impaired students with
their inadequacy and problems of it. Curiosity
and excitement brought the researcher to
conduct a descriptive qualitative research for
that matter. The objectives of the research are
to describe the process of teaching and
learning English for students with hearing
impairment, identify the problems faced in
the teaching and learning process and identify
the teacher’s solutions for those problems. And then second journal The English communicative activities aim to improve the hearing-impaired students’ communicative
competence and help them acquire the English skills through communication (Howatt, 1984, p. 279) including the English knowledge and the knowledge about how to correctly use English in real communicative environment. I hopefully comparison two journal can be useful for us. Thank u